The two continua model for life skills teaching

Camiré, Martin

doi:10.1080/13573322.2022.2073438

Cited by 12 publications

(5 citation statements)

References 55 publications

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“…Finally, future research should consider exploring the dual role of the social work sport coach (Newman et al, 2022), which was outside of the original scope of the current study. Similar to eductrainers (Moreau et al, 2018), those who simultaneously embody both roles may hold key insights, particularly related to youth sport coaching and promoting social justice (Camiré, 2022) and positive youth development (PYD)-focused coach education (Santos et al, 2019). Further, as sport social workers continue to serve the unique needs of elite athletes, research is needed to explore if/how social work practices can enhance athlete performance, particularly within interprofessional and multi-disciplinary sports medicine teams.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Sport Social Work: Unique Opportunities, Benefits, and Barriers

Newman,

Okamoto,

Beasley

et al. 2024

SSWJ

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Summary: Sport social workers operate across all sport systems and settings, from youth recreation to professional athletics. Due to the diversity of ways in which social work practice intersects with sport, the specialization of sport social work remains nebulous. To begin to disentangle this ambiguity, the current exploratory study sough to better understand the unique perspectives and lived experiences sport social workers who: (1) use sport to promote healthy development and holistic wellbeing, and (2) provide services to those involved in sport to promote healthy development and holistic wellbeing. Following the recommendations of Braun et al. (2021)—who positioned the online survey as a qualitative research tool—a 29-item online questionnaire was administered to the Alliance of Social Workers in Sport email listserv. In total, 84 participants engaged in the survey. Findings: Findings highlight unique opportunities for sport social workers (e.g., teach life skills; engage in interprofessional collaborations), benefits of having sport social workers (e.g., enhance treatment, social work values), and barriers that sport social workers face (e.g., lack of education, sport culture). Applications: The ability to better understand the ways in which social workers operate at the intersection of social work and sport is a critical next step in advancing the profession, as well as the unique area of sport social work practice.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

Sport Social Work: Unique Opportunities, Benefits, and Barriers

Newman,

Okamoto,

Beasley

et al. 2024

SSWJ

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“…Research about the teaching and transfer of life skills through sports has received much attention in general. Based on a plethora of prior research on life skills development in sports (e.g., Turnnidge et al, 2014;Bean et al, 2018;Camiré et al, 2022;DeJaeghere and Murphy-Graham, 2022), Camiré (2022) proposed a two continua model of how sports coaches can teach life skills. The model distinguishes between implicit and explicit approaches along one axis, and normative and transformative approaches along the other axis.…”

Section: Existing Life Skills Teaching Research: a Brief Overviewmentioning

confidence: 99%

“…For example, Morowatisharifabad et al (2019) define life skills as "strategies that enable people to live a successful life in different environments" (p. 9623, emphasis added). Similarly, Camiré (2022) asserts that "life skills refer to a person's ability to do life well through the successful completion of everyday tasks and a meaningful engagement at school, at work, at home and in the community" (p. 1, emphasis added). Within the theoretical framework of the present study, we define life skills transfer as the application of life skills in settings other than the one(s) where they were originally acquired.…”

Section: The Concept Of Life Skills Transfermentioning

confidence: 99%

“…While in younger age groups (e.g., adolescents) life skills development and transfer has been heavily researched in sports contexts (Danish and Nellen, 1997;Petitpas et al, 2004;Theokas et al, 2008;Jacobs and Wright, 2021), the sports context is much less salient in life skills studies for emerging adults. Camiré's (2022) model of life skills teaching -developed in the context of youth sports coachingmay therefore not be directly applicable, but it appears that most life skills studies take a rather implicit approach as only a minority of studies were intervention studies and even within the intervention studies, specific life skills were lacking regularly. It is possible that the underlying assumption in a majority of studies is that life skills are learned as a byproduct, but this remains speculative.…”

Section: Lessons Learned For Life Skills Development and Transfermentioning

confidence: 99%

“…In addition, it would be beneficial to derive a life skills framework for the particular age group of emerging adults. An interesting starting point for such a framework, as well as a way of categorizing future studies, may be the framework proposed by Camiré (2022). The adaptation of that framework for studies outside of the youth sport context is therefore a recommended avenue for future research.…”

Section: Future Researchmentioning

confidence: 99%

See 2 more Smart Citations

A scoping review of life skills development and transfer in emerging adults

Tanious,

Gérain,

Jacquet

et al. 2023

Front. Psychol.

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Emerging adulthood is a unique and sensitive life period during which most psychiatric conditions emerge. Development of life skills and transfer of these skills between contexts may be considered essential for transitioning from emerging adulthood to young adulthood. In the present scoping review of 83 articles published between 2010 and 2022, we address the state of research on life skills development and transfer in emerging adults aged 18–30. Specifically, we were interested in how life skills are defined, which specific life skills are proposed and how life skills transfer is conceptualized for this age group, with an emphasis on cognitive, personal, and interpersonal components. The results show that only a small minority of the reviewed studies defined the term life skills and an even smaller number mentioned the concept of life skills transfer, with only one study actually mentioning transfer components. Life skills research for emerging adults strongly focuses on vulnerable populations (e.g., developmental and contextual vulnerabilities, and sexually transmittable infections treatment and prevention) with the five most frequently mentioned life skills being budgeting/ finances, communication, problem-solving, decision-making, and emotional regulation. We discuss these results in light of future research directions and the lessons learned for life skills development and transfer research in emerging adults.Systematic review registrationAll analyzed articles are available at: https://osf.io/gmk8w/.

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